1.5 TEACHER’S NOTES LOOKBACK Introduction Ss revse and practise the language of Unit 1. The notes below provide ideas for exploiting the exercises and activities but your approach will depend on your aim, eg. whether you use the activities as a diagnostic ar progress test or as revision/Mluency practice. If done as a test then t would not be appropriate to monitor or help Ss PSs 1 After explaining the activity, elicit the frst answer as an example in order to check Ss understand what to do. Ss undertine the correct altematives alone then check their answers i pairs. In feedback elicit $s’ answers. Listen carefully to Ss’ pronunciation of the phrases and ifnecessary drill them chorally and individually. Answers: Lclear 2after maiden herself S household Grnickname Optional extra activity ‘Do backwards dictation. Arrange Ss into smal teams elicit a ‘ame for each team and write them on the board, Dictate the phrases, starting withthe last letter of each one and working, backwards. The fst team to guess the word or phrase gets a point. The team with the most pointsat the end wins. SS 2A Explain that Ss need to add a verb to each pair of sentences, Usinga simple form in one and a continuous form inthe other (eg. past simple and past continuous). With weaker classes elicit the First two answers as an example. Ss complete the sentences alone then check n pais. In feedback elicit Ss’ answers. Answers: 1 a)iscoming_) comes 2 a) Vehad by ve been having 3 a) wasbeingb) vas, 4 a) dort get) isnt getting 5 a) worked b) tibeen working B Read the example with the class, and elicit the reason for 1b) Ss discuss why we use each form in pairs. Monitor and help where necessary. In feedback elicit Ss’ answers and be prepared to provide further explanations and examples where necessary, Optional extra activity To provide extra practice of the continuous aspect, write the following verb forms on the board: is coming/comes, have been hhaving/have hod, wos being/wos don'tidoesnt get/isnt/arent _getting and had worked/had been working. Ss workalone to write five true sentences about themselves, using one ofthe verb forms from each option. Monitor and help with ideas where ‘necessary. When they have finished, Ss compare their sentences DESCRIBING HABITS ‘BA After explaining the activity, elicit the first answer as an ‘example in ord to check Ss understand what todo Ss correct the sentences alone then check their answers in pairs In feedback, elicit Ss answers Answers: 1 im prone to leaving things until th last minute, and then | always, have toush 2 I dont tend to need as much sleep as | used to, 3 1 keep forgetting her birthday. ‘4 My parents were always very strict, and they wouldn't to let me fut late at right. '5 immore inclined to phone people than to send them a text. 66 malways tidying my house. can't stand it when i's ina mess. ‘Alternative approach Do this exercise as a race Arrange Ss into pairs and ask them ‘to.work together to find the mistakes as quickly as possible. The first pair to finish wins B Read the example with the class. Give $s $ mins to choose three Cr four sentences and change them about their partners. Monitor and check they ae forming correct sentences. When they are ready, $5 ead out their sentences for ther partners to confirm or correct In feedback, nominate Ss to tell the class something new they learnt about their partnet Baia 4A check that $s understand the ist letter(s) ofthe missing words is given. 5s complete the sentences alone then check in pairs. In feedback elicit Ss’ answers. Listen carefully to Ss’ pronunciation ofthe words (especially mature, obstinate and conscientious) and if necessary dil them chorally and individually ‘Answers: mature 2perceptive obstinate 4conscientious| open-minded 6 inquisitive B Read the example withthe class. Ss workin pais to describe ‘occasions and guess the word, Fastfiishers can choose more words and repeat. In feedback, nominate Ss to share thelr ‘occasions withthe class Saxe 5A. Ss match the sentence halves alone then check in pairs. In feedack elicit Ss’ answers, Asa follow-up, Ss can test each other in pais by covering the frst half of the sentences, then reading out the second halves in order to try and remember the phrases Answers: 1 26) 31) 40 50) 6— 70) Bh) BB Give Ss some examples of your own to demonstrate the activity (eg reckon my country wllwin the World Cup. hazard a guess that my boss won't give me« pay rise, etc). s write their sentences alone then check in pairs. n feedback, nominate 5s to share their ideas withthe class. This video extends discussion of the unit topic to family. Ss can view people talking about the rle of family and how families influence our personalities.LOOKBACK Introduction Ss revise and practise the language of Unit2. The notes below provide ideas for exploiting the exercises and activities but your approach will depend on your aim, eg, whether you use the activities as a diagnostic or progress test or as revision/luency practice. If done as atest then it would not be appropriate to ‘monitor or help Ss After explaining the activity, ect the frst answer with the class ‘asan example inorder to check Ss understand what to do. Ss find and correct the mistakes alone then check in pairs. Monitor and. helo where necessary. In feedback, elicit Ss’ answers, Answers: 1 Iveonly been working here for to weeks so Im stil learning the ropes. 2 you're not sure, go with your guts feeling 3 Conrect 4 I decided to take advantage ofthe opportunity, 5 David didnt need to think because he trusted om his instincts 6 Conect 7 Contect 8 Is dificult course and Frank’ ona steep leaming curve, Optional extra activity Arrange Ss into teams, Elicit a name for each team and writeit fon the board, Dictate the last word in each of the phrases by spelling it backwards eg, S-E-P-O-R (for lea the ropes). As soon as Ssthink they know the phrase, they allit out. The first team tocall out the correct phrase gets a point. The team with the ‘most points at the end wins See 2A Divide the clas into three groups and assign one of the scenarios to each group. Ss write as many sentences as they can in 10 mins Monitor carefully and check Ss are forming the sentences correctly, and help with ideas where necessary B Rearrange $s into groups of three, with one student who wrote about each situation in each group. Ss read out ther sentences, to.each other In feedback nominate Ss from each group to share their ideas with the class. (SMTA TNE 3A Read through the topics withthe class and check Understanding, Give Ss 3-4 mins to think about what they want to say and make notes if they want. Monitor and help with vocabulary, writing any new words and phrases on the board B Arrange Ssinto pars and give them 5 mins to talk about as ‘mary of the topics as possible. In feedback, nominate Ss to share theirideas with te class. Optional extra activity Wirt the following topics on the board a story involving prejudice, apoitician with a narrow-minded view, a story which Was eye-opening and a story which makes a convincing argument. Ifyou have access to the internet, Ss search news websites (eg. wwubbccouk/news (correct at time of going to press)) to find news stories under the topics above, When they have found ‘one for each topic, arrange Ss into groups of four to discuss and share the stories Ifyou don't have access to the internet, $s can. think of recent news stories from their country or countries Bt Ne aS 3 Ne) ES) 2.5 4, ss complete the sentences alone. With weaker classes, give ‘one or two examples first to demonstrate. Monitor and help where necessary and check Ss are using the correct verb patterns. BB 5s compare their ideas in pairs. Monitor and encourage them to ask follow-up questions to find out more information. In feedback, nominate Ss to share their ideas with the clas. Alternative approach ‘Ss only read out their sentence endings to their partner. Their partner listens and guesses which sentence they re finishing. IPN 5A After explaining the activity, go through the example with the class. Ss complete the conversations alone then check in pairs. In feedback elicit Ss" answers. “Answers: 1 honest opinion Quite frankly 2 According to, mconcemed 3 my knowledge, If you ‘can gates, reality is B Ss choose three topics and write sentences foreach. Explain that they dorit need to be their own opinions, but should be ‘opinions that are likely to be controversial and spark debete. Monitor and help where necessary. When Ss are ready, arrange ‘them into small groups to discuss the opinions they wrote Homework ideas Workbook: Review 1, p14-17 BBC interviews and worksheet ‘What isthe best or worst advice you've ever been given? This vdeo extends discussion of the unit topic to advice. Ss can view people talking about advice they've glven and received,LOOKBACK Introduction Ss revise and practise the language of Unit 3. The notes below provide ideas for exploiting the exercises and activities but your approach will depend on your aim, eg, whether you use the activities as a diagnostic or progress test or as revision/luency practice. If done as atest then it would not be appropriate to ‘monitor or help Ss PNPSe ss 4A after explaining the activity, lc the First answer asan ‘example inorder to check Ss understand what to,da $s match the sentence halves alone then checkin pairs In feedback, elicit Ss answers Answers: 16) 2c) 31) 4a) Se) 6b) B Demonstrate the activity by choosing three adjectives and using them to describe places you know to the clas. Ss describe places they know in pairs. Encourage Ss to ask their partner follow-up «questions to find out mare information. n feedback, nominate Ss to share their ideas with the class Alternative approach Ss describe places as in Ex 1B without saying the adjective, ‘Their partner stens tothe description and guesses the adjective. Demonstrate with the following example: My bedroom Isvery quiet and find it ery easy to relax there -too easy sometimes! (tranquil) DEUS 2A Focus attention on the box and check understanding ofthe ‘words/phrases. After explaining the activity elicit the fist answer a an example, in order to check Ss understand what to do, Ss work alone to add detail to the sentences then check in pairs. Monitor and check they are forming noun phrases using the correct word otder.In feedback elicit Ss’ answers. Suggested answers: 1 Iden cups of steaming het Japanese green tea to keep me awake, 2 They bought the old farmhouse ontop ofthe hil. 3 bought a brand-new top-ofthe-range laptop computer with all the latest graphic technology. 4 She went fra five-milelong cross-country run in the rain, B Read the example with the clas, and elicit way in wich Ss can continue it 5s take turns to extend the sentences by adding information in pairs Monitor and help where necessary. in feedback, nominate Ss to share ther best sentences with the class Ee EF 3A After explaining the activity elicit the frst answer as an example, in order to check Ss understand what to do. Ss complete. the descriptive adjectives alone then check in pais. In feedback, elicit Ss’ answers. ‘Answers: 1 gloomy poky 2roomy, ality 3 gaudy, chilly Bt Ne aS 3 Ne) ES) 3.5 B Ss cliscuss the places in pairs. In feedback, nominate Ss to share their opinions with the class. Optional extra activity Ss think ofa place they know wel, and work alone to write «a description of it, using atleast four adjectives from Ex 3A and Lesson 3.2. Monitor and help with vocabulary, writing any nev words and phrases on the board. When they are ready, arrange $s into small groups. Ss take i in turns to read out their descriptions for other Ss inthe group to try and guess which place they are describing. In feedback, nominate 5s from each ‘BFOup to share their descriptions with the class. PEE 4A Ss underline the correct alternatives alone then checkin pars, In feedback, elicit Ss’ answers. Answers: 1from which 2 inwhich Ile alone 3 towhich you can never ansuer'yes' 4a which point Alternative approach Arrange Ss into small groups. Give Ss 3~4 mins to discuss their answers to Ex 4A, but dont let them write their answers yet. When they are ready, call out a number to the class, and the first team to call out the correct answer for that sentence wins ‘point. Atthe end, the group with the most points wins. Give ‘553-4 mins to complete Ex 4 alone, writing their answers. In feedback elicit Ss‘ answers. B Sstry to solve the riddles in pairs. Elicit Ss guesses but don’t, give any answers yet. Give $s afew minutes to turn to p161 and check their answers. ‘Answers: 2leadinapencl 2achickinan egg 3 Are you asleep? ‘atle MAKING A PROPOSAL 5 Ss complete the proposal in pairs. In feedback elicit Ss’ answers. “Answers: 10, (jou) abit of 2 The, of our/my/the. isto 3 The (main), ofthe isto. 4Whatwe todo Swete going to, with 6 The/This is because 7 this, wil us (to) Bin the, this would The, include 10 So,whatwere,to 11 Does, have any BBC interviews and worksheet ‘What is your favourite place? This video extends discussion of the unit topic to favourite places. 5s can view people discussing their travel plans and favourite places. A